Sunday, July 31, 2022
W & M's mother didn't respond to my several requests to tell me what the schedule would be now that M was back in school. W was going to a private school and would be starting on the 14th. I had some awkward interactions with the mother that led me to suspect she was ghosting me as a way of terminating our relationship. It made perfect sense that they might choose to drop me. They hired an educational psychologist in the spring to evaluate their daughters. The girls started seeing this woman for tutoring on weekends. It seemed like a lot to me. The mother said I would not work with the girls during the week now but only on the weekends. I worked with them during the week during the last school year. Now, she said nothing about the upcoming school year one way or the other. I would have thought less of it if she hadn't told me several times that I would be working with them. Was she ghosting me? It wasn't just her lack of response that concerned me.
I noticed a change after I told her she overpaid me for June. At the end of July, I received an email asking me to tell her how many sessions I had with the girls. The full month would have been twelve. I hadn't recorded one for July 4 or July 18. I was sure the 4th had been a cancellation, but sometimes I forget to record a session. I asked her to check her records. She wrote back, saying, "Fill in the number of sessions. Hours __________." She said nothing about our upcoming schedule, even though I asked her about it repeatedly. I could imagine she was offended because I pointed out she had made an error. Her husband told me she yells at the girls a lot. She was raised that way. That's how I was raised; I believe it's how my mother was raised. She couldn't tolerate the smallest degree of contradiction. W & M's mom may be that way. If I lost the girls, that would be sad. I thought we were doing good work. Of course, mom may not see it that way. The girls had fun when they worked with me.
I wrote stories with them. The parents may believe all that's going on there is that I'm writing the stories for them. What could that possibly do for them? The answer to that was a surprise to me too.
Thirty years ago, I worked with a second grader who couldn't read. I decided to write stories with his input, hoping he would be interested in reading them. I did notice that the stories became longer and more complex. When I spoke to his mother, she said, "He's writing amazing stories." I said, "You know, Carol, I'm the one writing the stories." She said, "You don't understand. He is speaking better." Huh! I've seen that outcome over and over. I have parents tell me how they see their children's speech and or writing improve, although they're not doing the writing. They dictate their stories as I write them. I modulate my input depending on the needs of the child. I am modeling verbal expression. They see their thoughts expressed. They learn how to express their thoughts. The impact is huge.
I also did two other exercises with the girls over the summer. With going-into-second-grade M, I started working on spelling. I used a piece she had written. Rather than focusing on how to spell a particular word, I focused on using auditory perception (sounding out) and visual recall (remembering the letters used to spell the words.) English spelling requires a mix of these two strategies. Doing it all by visual memory might work for a select few with photographic memories, but most of us are not so blessed.
With going-into-sixth-grade W, I worked on the question activity and the Gating Game. After one session with the question activity, W commented that sentences are like puzzles to be taken apart and back together. Yep. The activity teaches students to see the words in the sentences relate to each other and how to do it quickly.
The Gating Game, the activity I did with W, is most like a game. I give the first letter of a word and say how many letters are in the word or some other hint, the definition, the part of speech,
etc. It requires the student to understand syntax and relate the word to what has been said before in the passage. It requires skill.
B called and delivered a lot of good news about his family. His stepmother was helping his father's current wife take care of him. She comes over on Thursdays to give her a break. B's daughter graduated with top honors. His dad was doing all right for someone with multiple medical problems, is bedridden, and had lost some of his mental faculties. The man is like the Eveready battery; he keeps going. We said good night, and then B called back again with an offer to pick up the gravestones from the port. He had read my updates before going to bed, in which I discussed my plans to pick them up. Amazing how lucky I am. I told him I had already done it. Besides B's offer, the priest offered to go them up. Is he nuts? He is beyond busy, and I have almost nothing to do; the pick-up involved no physical strain. The people who do the loading don't even touch it. They picked it up with a forklift and placed it in my trunk. I bet B and Fr. Lio thought it was too big for a car. The stones are only 1' x 2' by 3". Mike would be thrilled with the simplicity. I hope so. I want him to be happy.
What makes Mike happiest is seeing me and Elsa cuddle and love each other. I can feel his joy. It is a moment that brings him back to me. I get two for one.
I had plans to learn the Hot Honey Rag dance from the finale of the film Chicago. I remember loving it. I watched it again over the last two days. I love the way the movie is done. This time I found the depiction of the human condition rather depressing. These are vacuous people who use others. My tolerance dropped precipitously.